"...Economic illiteracy leads to poor personal financial habits. Students who have never taken a course in economics or personal finance may not appreciate the dangers of taking on too much debt at a young age. Weighing ourselves down with huge student loans and high credit-card balances before we land our first jobs will undermine our efforts to build wealth and prepare for the future. Compound interest and the time value of money are not concepts that are familiar to most teenagers.

Why, then, is there no national standard for teaching basic economics and financial literacy, the way there are proficiency standards for subjects like reading and math? Only 17 states require high-school students to take a single course in personal finance, never mind to demonstrate that we understand how credit works. According to the College Board, in 2013 more students took the Advanced Placement exam in psychology than took the macroeconomics and microeconomics exams combined.

We don’t need a federal mandate, or a Common Core-style controversy. The states that don’t teach economics or personal finance should simply learn from the ones that do it well. A 2015 report by the Finra Investor Education Foundation singled out Georgia, Idaho and Texas as doing a particularly good job of teaching students about money matters. “In all three of the states examined, we find a statistically significant increase in credit scores beginning two years following the implementation of the [financial education] mandate,” the report’s authors note...."
​https://www.wsj.com/articles/economics-shouldnt-be-an-elective-1488498856

Teachers should be concerned about the quality of content written in assignment. For them quality should be important instead of quantity of papers of the assignment or its length... They should check how well the introduction is written, how they wrote main body and conclusion.